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TOPIC
2 CLASS, EDUCATIONAL UNDER/ACHEIVMENT
1) Intelligence




NR Saunders argue; WC have less innate
or inherited intelligence shown by IQ tests than MC. H/E impossible to separate genetic
influences from environmental influences such as poverty, quality of school etc. IQ tests=cultural
bias, measure what MC academics regard intelligence as.

EXTERNAL…

Page 2

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2) Cultural deprivation




INTELLECTUAL DEVEOLPMENT: Development of thinking and reasoning skills. Theorists would
argue WC lack educational books, toys + activities that would help stimulate a child's ID.
DOUGLAS W/C pupils scored less on ability test as parents less likely to support child's ID. He
measured parental interest by counting…

Page 3

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EVALUATION/CRITICISMS
Methodology suspect counting the no. times parents attend= unreliable indicator of parental
interest. WC fewer visits maybe due to long working hours.
Ethnocentric dismisses WC culture as irrelevant & less valuable than MC culture.
Over generalise behaviour of both classes. Fails to recognise diversity of subcultural values
+ lifestyles…

Page 4

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3) Some bullied, isolated and stigmatised if parents can't afford resources-school
STATS
32% WC considering moving out for uni. 90% failing schools-deprived areas 33% free
meals=5+A*C
HOUSING
Overcrowded ­less space (work, play, sleep) risk of accidents. Poor housing- freq
movement/changes
DIET AND HEALTH
Lower intakes of energy, vitamins, minerals. Poor…

Page 5

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GERWITZZ
Sees how greater parental choice has benefitted one social class more. Study; 14 London
schools with interviews from parents and teachers. She found that diff in economic and cultural
capital led to class difference ­how far parents can implement choice of 2ndry school. Identifies
3 types of parents;
Privileged…

Page 6

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EVALUATION/CRITICISMS
interacs have drawn attention to how schools, teachers and children interct and how
classroom process can effect educational outcomes.
Interactionism tends to ignore social influences external to the classroom. E.g.
Marxists=school shaped by social class inequalities, income, wealth and PP in the org of
wider society.
Willis: theory underestimates…

Page 7

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poorly equipped for school ­ unable to develop reasoning and problem solving skills. Also the
language used by black= inadequate for educational success. English not first language= held
back.H/R MIRZA&GILLBORN, Indian pupils do well despite English not 1st lang
TTIDUES AND VALUES- lack of motivation. Many children are socialised in…

Page 8

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REX- shows how racial discrimination =social exclusion, worsens poverty faced by ethnic
minorities, e.g. Housings; forced into substandard accom than whites.
NOON-2 people same quals, exp applied for a job, however white person got the job than India,
shows how ethnic minorities are more likely to face unemployment and low£…

Page 9

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No. studies conducted 1980 suggested education system might be institutionally racist.
Policies and classroom practices may be discriminating in hidden ways against pupils from
other backgrounds. Swann report'86 argued that curriculum=ethnocentric, knowledge,
teaching methods and modes of assessment are biased in favour of a white/Christian/English.
Gillborn & Mirza '2000 too…

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TOPIC 4 Gender & educational achievement
Patterns: up until 1980s, major concern in education sociology was with perceived
underachievement of girls as boy's outperformed girls. They were less likely than boys to
pursue further/ higher education, however from the early 1990s, girls began to outperform boys
at most levels of…

Comments

simran

you have done a great job at making this. it has everything i need to revise Topic 2. thanks

lalaxx

its okay, topics 3 and 4 are also inc arent they? and topic 1 is in the next one i uploaded

FARIDA8557

IS THIS STILL APPLICABLE TO THE NEW SYLLABUS ? PLEASE REPLY 

THANK YOU .

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